Page 62 - FSTE A5 Handbook

Chapter Four
Credit Transfer Practices for
Senior Year Admission

Introduction

Back in the early 2000s, most of the GE credit transfer applications were made on a subject-
by-subject basis, which required a great deal of effort and time in processing such applications.
With the closer collaboration between the sub-degree sector and the UGC counterpart as
triggered by the availability of senior year places, GE credit transfer applications are now
processed with a more flexible methodology characterized by a combination of block credit
transfer, one-on-one credit transfer, as well as course exemptions. Over the past ten years,
the eight UGC-funded universities have been developing a stronger system in assessing the
applications for GE credit transfer for AD/HD graduates and thus facilitating the latter to
continue their studies at their institutions.
To set the scene, we will share the overseas experience in credit transfer practice in terms
of curricular and policy-related elements, followed by an in-depth review of the local credit
transfer practice in GE. Good practices are highlighted and recommendations on good practices
will be offered. To protect the interest of the eight UGC-funded universities, their names will be
presented by labels. (The same labels are used as in Chapter 2.)

Overseas Experience of Credit Transfer Practice

The degree curriculum in the US is normally comprised of two components – GE and the major
field of study (the major). GE requirements typically take up between one-quarter to one-half
of a student’s whole degree requirements, depending upon the institution and the student’s
major. GE has been increasingly a priority in most of the institutions and nearly 90% are in
some stage of reviewing or modifying their GE programme (Association of American Colleges
and Universities (AAC&U), 2009). Nonetheless, regional accreditation bodies do not reflect
this national consensus in their accreditation standards. Six regional accrediting agencies
define GE in different ways. The North Central Northwest Associations, for example, regards
GE as a distribution requirement across the arts and humanities, math and sciences and social
sciences. The Southern Association emphasizes breadth of knowledge and coherence in each
student’s undergraduate program (Yin & Volkwein, 2010).

The LEAP initiative of AAC&U has had a great impact on US universities so that during their
GE reform process many institutions have reconsidered the GE learning outcomes with the
incorporation of elements suggested by LEAP. According to the report “A Survey Among
Members of The Association of American Colleges and Universities” (2009), nearly 80% of
institutions have a common set of GEILOs applicable to all undergraduates. These learning
outcomes cover a wide variety of skills and knowledge areas. The five top areas of knowledge
addressed are Humanities, Science, Social Sciences, Global/World Cultures and Mathematics.
The top five intellectual skills/abilities addressed include writing skills, critical thinking,
quantitative reasoning, oral communication and intercultural skills (AAC&U, 2009).

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